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What is RtI???
Responsiveness to Instruction
Differentiated Core
Supplemental Support
Intensive Support
Slide adapted from NCDPI
Foundational Core: Tier I
Who: All students are in Tier 1 (Foundational Core)
What: Evidence-based programs and practices demonstrated to produce good outcomes for the majority of students
Effectiveness: If at least 80% of all students are meeting benchmarks in Foundational Core alone. What about subgroups?
Slide by G. Batsche
Supplemental Instruction: Tier II
Who: Students needing supplemental support in addition to Foundational Core instruction (approx. 20% of students)
What: Evidence-based programs and practices demonstrated to improve performance in Foundational Core
Effectiveness: If at least 70-80% of students improve performance (toward Foundational Core standards)
Slide by G. Batsche
Intensive Instruction: Tier III
Who: Students needing Intensive support in addition to Supplemental and Foundational Core instruction (approx. 5% of students)
What: Evidence-based programs and practices demonstrated to improve performance
Effectiveness: If there is progress toward performance in Foundational Core standards
Slide by G. Batsche
Traditional Model
Slide adapted from NCDPI
Tier III
Student Needs
Res
ourc
es
Slide adapted from NCDPI
Title IESL
AIGSpecial Education
Educating in Silos
Slide adapted from Dale Cusumano, Ph.D.
Title IESL
AIGSpecial Education
Educating Collaboratively
Slide adapted from Dale Cusumano, Ph.D.
Building a System of Support
Students should be able to fluidly move between the tiers of the support system.
Slide adapted from NCDPI
These students Develop these instructional tiers
In order to meet benchmarks
The GOAL is student success, not labeling students.
Slide by G. Batsche
Major Objectives of RtI
� Stronger and more targeted student interventions
� Progress monitor the effectiveness of interventions
� Change the trajectory for students at-educational-risk for poor achievement
What’s the Point?� Growth curves in the early years are
quite steep.
� Children already behind must meet steeper than normal curves to close gaps.
� This could be a 2-3 year process for a child who is one year behind.
� The AIM line, then, needs to be steep.
� It is clear that without very targeted interventions, most at-risk students remain behind their peers.
Letter Identification (K)
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Letter Identification (K)
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Letter Identification (K)
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Putting RtI into Practice
� Write a few sentences describing a student who is at high risk for failure.
We will come back to this later!
The current situation…
� Approximately 28% of students enter kindergarten more than one year below their chronological age.
� Insistence on ‘sticking’ to the standards and pacing guides allows for very little targeted support.
� Achievement gaps often increase by 3rd grade.
� 4th, 8th and 12th grade outcomes verify that needs are not being met for nearly one-third of all students.
Educational Challenges
� Mitigating developmental gaps through preschool support to ensure the smallest gap possible at entrance to kindergarten
� Identifying gaps at kindergarten immediately and provide targeted support
� Closing gaps by 3rd grade when self-beliefs impact engagement
What can be done to help?
Low Performing Students
�Negative behavior and negative self-beliefs do not develop in a vacuum.
�Few students inherently desire to fail.
�Culture of failure� A response to a ‘class-based’ situation? � Negative peer pressure?
Changing the Trajectory
� Breaking patterns of poor behavior to get started is really hard work.
� Developing motivation step-by-step is hard.
� Building an intervention plan is not so hard.
Approaches to Intervention
1. School-level support� Remedial courses� Remedial programs
2. Classroom-level support� Individual or small group support� Peer tutoring built into the class
3. Other options� Before or after-school support� Alternative settings
Central Issue
Considerations for Intervention
� Reading and/or math basic skills may be at the elementary level.
� Support for reading and/or math must be at the developmental level.
� More than 60% of vocabulary development comes from read material.
� Background knowledge may be deficient.
� Poor development of basic skills results in poor learning of content knowledge in many areas.
Literacy Development� Reading instruction should be based on these stages.
� Instruction must proceed hierarchically and developmentally.
Saying First Word
Putting 2 Words
Together
Phonological Awareness
Phonemic Awareness
Decoding (Phonics) Fluency Comprehension
12 months 24 months 2 – 4 years 6 years 6- 7 years End of 2nd
GradeStart of 4th
Grade
Words are taking the place of pictures in the mind.
Children want to express meaning using early sentences.
Understands that spoken words are made up of individual sounds.
Understands that letters represent sounds.
The child is well on the way towards knowing the relationship between letters and sounds.
Reading fluency at the start of 2nd
grade is ~42 wpm. By the end of 2nd it is ~90 wpm
Students have transitioned from ‘learning to read’ to ‘reading to learn’
Literacy Development
� Many fundamental skills develop in stages.
� The stages cannot be skipped – regardless of the age of the learner.
� Intervention must match the developmental level and proceed from there.
Literacy Developmental Sequence
P.A.
Decoding (Phonics)
Fluency
Vocabulary
Comprehension
K 1st 2nd 3rd 4th 5th – 12th
Fluency and Comprehension
0102030405060708090
SeptA
SeptB
OctA
OctB
NovA
NovB
DecA
JanA
JanB
Assessment Date
WP
M &
Acc
urac
y
FluencyComprehension
Florida Center for Reading Research
What Works Clearinghouse
Not a real picture.
Literacy Example: Walter
� 7th grade� Free/reduced lunch� 6 brothers & sisters� Father not in the home� Mother working part-
time. (Grandmother provides childcare.)
Walter (continued)
Grade Level EOG Score
3rd I4th II5th II6th II
Let’s Discuss!
1. What did the teacher say was his ‘problem’ in reading?
2. What did the teacher say about his motivation?
Walter
•7th grade
•Poor reader
•Behavior a ‘problem’
Teacher’s Description
“Walter is not able to read at grade level. This is his biggest problem. He likes math better than reading but is also below grade level in math. He is failing most of his subjects. His behavior is inconsistent but is usually disruptive. He is unmotivated to learn and is having a negative impact on his classmates. I recommend that he be considered for the alternative school.”
Let’s Assess the Situation!
� Description� Subjective or
Objective?� Value terms?� Any strengths?� Any data?
� Weaknesses� Specific or general?� Current levels?
“Walter is not able to read at grade level. This is his biggest problem. He likes math better than reading but is also below grade level in math. He is failing most of his subjects. His behavior is inconsistent but is usually disruptive. He is unmotivated to learn and is having a negative impact on his classmates. I recommend that he be considered for the alternative school.”
What’s Missing?
� What would you want to know about Walter that is not provided?
� Is there any other information that might be helpful?
“Walter is not able to read at grade level. This is his biggest problem. He likes math better than reading but is also below grade level in math. He is failing most of his subjects. His behavior is inconsistent but is usually disruptive. He is unmotivated to learn and is having a negative impact on his classmates. I recommend that he be considered for the alternative school.”
Looking Back…
� Compare your high-risk student description with the description of Walter.
� What are the similarities and differences?
“Walter is not able to read at grade level. This is his biggest problem. He likes math better than reading but is also below grade level in math. He is failing most of his subjects. His behavior is inconsistent but is usually disruptive. He is unmotivated to learn and is having a negative impact on his classmates. I recommend that he be considered for the alternative school.”
Additional Data on WalterGrade Level Reading Level
Pre-KLanguage SS* = 82Literacy SS* = 58
Numeracy SS* = 69
K-2Level II and III(Subjective)
3rd I4th II5th II6th II
*Scores based on tests with a mean of 100.
Additional Data on Walter (cont.)
� EC test results in 3rd grade:� Ability score*: 89� Achievement score*: 79� Discrepancy: 10 points (15 needed)
� Discipline referrals began in 4th grade.
� Did not attend after-school tutoring because transportation was an issue.
� No interventions put into place at any time.
*Scores based on tests with a mean of 100.
Literacy Developmental Sequence
P.A.
Decoding (Phonics)
Fluency
Vocabulary
Comprehension
K 1st 2nd 3rd 4th 5th – 12th
Fluency Screening
� Total Words per Minute = 74
� Total Errors = 8
� Correct Words per Minute = 66
� Text Level: 3rd Grade
� Analysis: 25th percentile for Winter WCPM*
� Next step: Analysis of Decoding (Nonsense Word Test)
*Based on Hasbrouck & Tindal Oral Reading Fluency Norms
Walter’s Nonsense Word Test
� Analysis:� Understands many of
the decoding rules� Probably has not
practiced them, so may need to reinforce
� Decoding doesn’t seem to be the main problem
Short Vowels 8/10
Digraphs, Blends 7/10
Long Vowels 9/10
Other Vowels 5/10
Multi-syllabic Words 7/10
Walter’s Intervention Plan
� Objective: Improve comprehension by increasing reading fluency.
� Goal: Increase reading fluency to 107 CWPM for 3rd
grade materials by May 5, 2013.
� Plan:� Two 7-minute sessions per week� Use 3rd grade materials� Obtain cold and repeated reads� Graph data to progress monitor� Reset goal to 4th grade materials when appropriate,
i.e., 50th percentile or greater for 3rd grade Spring
Walter’s ProgressReading Fluency: Walter
020406080
100120
Baselin
eW
eek 1
Week
2W
eek 3
Week
4W
eek 5
Week
6
WPM
Cold Read
Repeated Read
How is Walter progressing?
Let’s Reflect!
� What is the purpose of targeted student interventions?
� How can targeted interventions be implemented in the classroom?
� What are the benefits/ challenges?
SMART Goals
"Research indicates that closing in on a goal triggers a part of the brain linked
to motivation.”~Digital Stories of Deep Learning, 2004
Adapted from Laura Bilton
SMART Goals Around the School
Adapted from Laura Bilton
Traditional Goals vs. SMART Goals
Traditional Goals SMART Goals
I will lose weight this year.
I will walk three times a week for 30 minutes in order to lose 5 pounds by December 25.
I will pass Third Grade.I will read 2 books each week and take AR tests with 80% accuracy.
Adapted from Laura Bilton
"In the absence of clearly defined goals, we become strangely loyal to performing daily acts of trivia.”
~Unknown
Adapted from Laura Bilton
Where do you start?
Adapted from Laura Bilton
Writing a SMART Goal
Specific What will you do?
Measurable How much? How many? How will you know if the goal is accomplished?
Attainable Are you willing and able to reach this goal?
Realistic Is it reasonable for your skills and the time available?
Time Bound When should you meet the goal? Is it a relevant time frame?
Adapted from Laura Bilton
Decisions, Decisions, Decisions
� When will the goal be tracked?�Daily? �Weekly? �Monthly?
� How will results be displayed?�Bar graph? �Line graph? �Chart?
Adapted from Laura Bilton
Sharing SMART Goals with Students
� SMART goals give students control, motivation, and hope.
� Students realize that their actions can change their results.
� Since the goals are attainable, students start experiencing success which becomes self motivating.
� Students gain hope by seeing the process for taking control of their lives.
Adapted from Laura Bilton
Celebrate Successes!
Celebrations increase student’s motivation and self-efficacy!
Adapted from Laura Bilton
Norms, Measures, & Monitoring
Intervention Plans – The Basics
� Specifically identify the area of need
� Know what is typical (to identify the goal)
� Establish the process of support
� Monitor progress to establish efficacy of intervention
Intervention Plans – Next Steps
� Intervention not successful � Modify the plan
� Grade level status attained � Exit student from intervention plan
� Goal attained �Implement new goal
Modifying Intervention Plans
1. Duration: Student is making good progress but additional time is needed.
2. Intensity:� Smaller group size� Longer session
3. Frequency: More times per week.
4. Completely rewrite the plan.
Walter’s Plan - Next Steps???
� Was this intervention successful?
� Was this intervention appropriate?
� Should it be continued?
� What else should be done?
Reading Fluency: Walter
020406080
100120
Baselin
eW
eek 1
Week
2W
eek 3
Week
4W
eek 5
Week
6
WPM
Cold Read
Repeated Read
Student Data and Norms
1. How will you know if the student is making progress from the intervention that you implemented?
2. How does the typical student perform on this skill?
3. How quickly can you expect the student to improve?
Reading Fluency: Walter
020406080
100120
Baselin
eW
eek 1
Week
2W
eek 3
Week
4W
eek 5
Week
6
WPM
Cold Read
Repeated Read
Progress Monitoring
� How do you know if an intervention is working?
� FREE progress monitoring tool: http://easycbm.com
� What are some other progress monitoring tools?
Norms Charts
� Norms charts exist across all domains.
� The 50th percentile is considered “average”.
Rate of Improvement
� Rate of Improvement is how quickly the average student will improve.
� Is improving at the average Rate of Improvement sufficient?
� What will happen if the grade level student and the below-level student improve at the same rate?
Reading Fluency: Walter
020406080
100120
Baseline
Week 1Week 2Week 3Week 4Week 5Week 6
WPM
Cold Read
Repeated Read
Resources
� Florida Center for Reading Research:fcrr.org
� What Works Clearinghouse (US Dept of Education): ies.ed.gov/ncee/wwc
� Intervention Central:www.interventioncentral.org
� Easy CBM: easyCBM.com
Contact Information
Robyn VargaWinston-Salem/Forsyth County Schools
[email protected](336) 748-4000 x34223
